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				Critical Thinking Skills for International Baccalaureate Theory of Knowledge by Eileen Dombrowski Should I believe it? This outline for evaluation is applicable to all knowledge claims, but has particular relevance to media. Bias in Representations of the World Is bias a significant problem of knowledge? It is impossible that we can ever achieve total inclusivity and objectivity in our records -- to represent reality exactly as it is without the screen of human perception, selection, interpretation, and representation. In some areas of our knowledge we appreciate our subjectivity and variability. In other areas we consider it a problem and call it "bias." If we are aware of bias, though, and possibly seek out a range of possible sources on an issue, then we are doing what we can to gain a balanced perspective. What should we watch for as signs of bias in representations of the world? Although different systems of symbolic representation (images, language, statistics) require somewhat different approaches to analysis, a few broader questions can be applied to all: 1. SELECTION: Of all situations and possible information, what has been selected for representation? 2. EMPHASIS: Of all information represented, what has been emphasized as most important? 3. VALUES AND EMOTIONS: What statements or overtones of values and emotions have been given? 4. CONTEXT: In what context is the representation being used? Who is communicating to whom, and with what apparent purpose or seeming effect? CRITICAL EXAMINATION OF REPRESENTATIONS AND REASONING • bias and manipulation in language some general reflections and some specific devices of persuasion • bias and manipulation in photographs some general reflections and some specific techniques • bias and manipulation in statistics some general areas of questioning for statistics and surveys • bias and manipulation in world maps some reflection on the choices involved in our images of the world • logical fallacies: a list of common errors of reasoning, sometimes used deliberately for persuasive purpose • Sherry's tips on evaluating internet sources READINGS ON MEDIA: GENERAL APPROACHES TO READING MEDIA CRITICALLY, AND SPECIFIC COMMENTARY ON MEDIA COVERAGE OF EVENTS NOW CURRENT.
	Was this photo spontaneous -- or posed? What clues give you your interpretation?
	Note to students: classification and sequence as a problem of knowledge: Do not mistake my list of 4 areas of questioning (selection, emphasis, values and emotions, context) regarding representational systems. Are there really 4 areas -- exactly 4, only 4? Classifications like this one are common in any analysis: 3 kinds of this, 4 ways to do that, 3 ways to approach this other thing. Even when dealing with material objects, making empirical statements, such classifications may not be perfect or tidy (plants, animals). When it is ideas or approaches that are being classified and sequenced, there is no correspondence test for truth: the constructed list does not represent some external reality based on evidence. It is only one way among many of dealing with interconnected ideas. Even looking at the list here, would you be inclined to group and separate ideas in a different way? Note to students on plagiarism: You are welcome to copy and use any of the materials I have written, but if you use them in any work of your own it is important for you to remember the conventions of scholarship regarding acknowledgement of sources. Not only should you credit the work others have done, but you should be very aware of the way your own knowledge is being built up and the influences (with their biases) that you are absorbing in the process.